Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology? (W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS (What) (H).2 Engage (Hook) (E).3 Students will know...(Equip), Graphic Organizer and Cooperative Learning the content (Explore), working on product (partners, teams...) (Experience) (R).4 Checking for Understanding Strategies during instruction (Rethink), Self-Assessment using Rubrics or Checklist, feedback by students (Rethink/Revise), and feedback by teacher on Product (Revise/Refine), (E).5 Formative Assessment - Pre-Assessment: (note:lesson 1 only), Checking for Understanding: and Timely Feedback: (Evaluate) (T).6 Give an example of each Multiple Intelligences (Tailor) Verbal-Linguistic Logical/Mathematical Visual/Spatial Bodily/Kinesthetic Musical/Rhythmic Intrapersonal Interpersonal Naturalist (O).7 Students will be able to ..., (Insert Facet Name)Product: Type II Technology, Number of Days: (Organize)
Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 1.1 Students will understand that geometric shapes, their ,measures, and properties can be used to describe objects. (where) Objects can be modeled through geometric shapes. (why) Standard G-MG.1 Use geometric shapes, their measures, and their properties to describe objects.(what) (H) 1.2 A long slender cup and a large jug will be brought in to class. The long cup will be used to fill the jug, this is an optical illusion and teaches us about surface area and volume. (hook) (E) 1.3 Students will know how to evaluate the surface area and volume of a solid.(equip) Use a step by step chart to organize the process in the right order. Students will organize in team, pair, solo to make sure each student understands. (explore) Students will evaluate the volume and surface area of a solid by measuring and evaluating blocks provided by the teacher on Google Survey. (experience) (R) 1.4 Students or groups will give a thumbs up or down if the understand or don't understand. (rethink) Students will review their own survey results with the results of the rest of the class and find what they did wrong. They will confer with classmates to find the right answer. (revise/refine) The teacher will grade the preliminary survey results based on the rubric. (revise/refine) (E)1.5 Pre-assessment- Survey students in various questions based on content, also ask what students think the unit will be about. Checking for understanding: Thumbs up/ Thumbs down Timely feedback: teacher and self feedback (T) 1.6 (Tailors) verbal: Students will describe the object and how to find the volume and surface area. Logic: Students will have to break the model down into known shapes. Visual: Students will have to see the objects to understand the shapes involved. Kinesthetic: Students have to hold the blocks and examine and measure them. Musical: Some of the objects will be different sized drums. Interpersonal: Students discuss with other classmates to get the right answer. Intrapersonal: Students will eventually work individually to organize and implement the proccess of evaluating the surface area and volume of a solid. Naturalist: Some of the objects will be logs. (O) 1.7 Students will be able to evaluate the surface area and volume of a solid. (Interpretation) Product: Google survey Days: 3
Lesson 2
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 2.1 Students understand that geometric design can be important for aesthetic and other reasons. (where) Geometric design can be used to make things more visually appealing (why) Standard G-MG.3, Apply geometric methods to solve design problems. (H) 2.2 Students will watch a video about the golden ratio. (hook) (E)2.3 Students will know how to calculate and use the golden ratio in design. (equip) Students will use a KWL graphic organizer in their groups to brainstorm beforehand. Students will be put into groups in a numbered head format.(explore) Students will organize into teams of two to perform the tasks. (experience) (R) 2.4 Given example/non-example, students determine concept. (Rethink) Students will go through a checklist to make sure they have completed all tasks and can understand the concept. (Rethink/Revise) The teacher will grade the final Glogster poster through a rubric. (Revise/Refine) (E) 2.5 Checking for Understanding: example/non-example Timely Feedback: teacher, peer and self feedback (T)2.6 (Tailors) verbal: Students may use text in the Glogster poster itself. Logic: Students must calculate golden ratio. Visual: Students will design a Glogster poster. Kinesthetic:Students will be measuring body parts to find the golden ratio. Musical: Students will be able to upload audio to the Glogster poster. Interpersonal: Students are organized into teams of two. Naturalist: The golden ratio is natural and pleasing to nature (O) 2.7 Students will be able to recognize the importance of geometry in design. (Self knowledge) Product: Glogster poster Days: 2
Lesson 3
Consider the W.H.E.R.E.T.O. elements. (L)
(W)3.1 Students will understand that typographic grids and ratios can be used to design websites, brochures, and others. (Where) Typographic grids in conjunction with computer technology can be used to design websites. (Why) Standard G-MG.3 Apply geometric methods to solve design problems.(What) (H) 3.2 Students will visit certain websites a try to group them based on what design program they might have. (hook) (E)3.3 Students will know how to use typographic grids for design. (Equip) Students will use a KWS graphic organizer to brainstorm beforehand. The lesson will start as the entire class, then students will move to pairs, and eventually they will work on their own. (Explore) This will be an individual project. (Experience) (R) 3.4 Students will meet individually with the instructor while working on the website. (Rethink) Students will judge their own work based on a rubric. (Rethink/Revise) The teacher will use a rubric to judge the work of the students. (Revise/Refine) (E) 3.5 Checking for Understanding: Brief meeting with the teacher. Timely Feedback: teacher and self feedback (T)3.6 (Tailors) verbal: Students must post verbal content to the website. Logic: Students will understand the typographic grid is based on ratios. Visual: The content is graded on looking visually pleasing. Kinesthetic: Students will be able to move the designs around. Interpersonal: Students will be working in pairs for a time. Intrapersonal: Students will be mostly working alone. (O) 3.7 Students will be able to analyze how typographic grids can be used for design. (Perspective) Product: wix.com website Days: 2
Lesson 4
Consider the W.H.E.R.E.T.O. elements. (L)
(W)4.1 Students will understand that density is based on area and volume. (Where) This knowledge can be applied to help heat a room. (Why) Standard G-MG.2 Apply concepts of density based on area and volume in modeling situations.(What) (H) 4.2 Heating, cooling, and insulation will all be discussed. (hook) (E)4.3 Students will know how to determine how much BTU are required to heat a room. (Equip) Students will use a step by step chart to organize thoughts, Students will start working as individuals, and then form pairs to make the comic life once their chart has been approved. (Explore) Students will work in partners and individually. (Experience) (R) 4.4 Students will receive an exit ticket. (Rethink) Students will judge their own work based on a rubric. (Rethink/Revise) The teacher will use a rubric to judge the work of the students. (Revise/Refine) (E) 4.5 Checking for Understanding: exit ticket Timely Feedback: teacher and self feedback (T)4.6 (Tailors) verbal: Language will be used in the comic. Logic: Students will need to work logically to find out the answer. Visual: The product is a comic, which is visual. Interpersonal: Students work as pairs to make comic life. Intrapersonal: Students will work alone to start. Naturalist: The heat density problem highlights natural tendencies. (O) 4.7 Students will be able to solve heat density problems. (Application) Product: Comic life comic Days: 2
Lesson 5
Consider the W.H.E.R.E.T.O. elements. (L)
(W)5.1 Density is based on mass and volume. (Where) density can be found in populations. (Why)
Standard G-MG.2 Apply concepts of density based on area and volume in modeling situations.(What) (H) 5.2 Population density will be discussed about New York City and some surprising things due to population density will be observed in NYC. (hook) (E)5.3 Students will know how to calculate density based on population and mass. (Equip) Students will use a four column chart to record information such as land mass and population. Students will be working with partners for the duration of the lesson. (Explore) Students work with partners. (Experience) (R)5.4 Students will be asked to respond to an assessment question individually during the activity. (Rethink) Students will judge their own work based on a rubric. (Rethink/Revise) The teacher will use a rubric to judge the work of the students. (Revise/Refine) (E) 5.5 Checking for Understanding: Every pupil response Timely Feedback: Teacher, peer, self (T)5.6 (Tailors) Logic: Students must find ways to get the areas of certain regions. Visual: Students will be using maps. Kinesthetic: Students will be using rulers and other methods to find areas. Interpersonal: Students will be dealing with populations, which are loads of people. Intrapersonal:Students will respond to assessment question individually. Naturalist: Density and population are natural things. (O) 5.7 Students will be able to demonstrate knowledge of density based on volume. (Explanation) Product: population density map Days: 1
Lesson 6
Consider the W.H.E.R.E.T.O. elements. (L)
(W)6.1 Students will understand that geometric shapes can be used in artistic ways. (Where) Geometric shapes can be seen in famous works of art. (Why) Standard G-MG.1 Use geometric shapes, their measures, and their properties to describe objects.(What) (H) 6.2 Students will be asked to create some images with some basic geometric shapes. (hook) (E)6.3 Students will know how geometric shapes can be used to create art. (Equip) Students will use a blank piece of paper to record the objects in the painting. Students will utilize a gallery walk as to view all of the shapes in the other paintings.(explore) Students will use Paint to model the geometric shapes on top of the actual image. (experience) (R) 6.4 Students will have to write a paragraph about the image they are given and how shapes are seen in it to check for understanding. (Rethink) Students will use a checklist to make sure they have done all that is required. (revise/refine) Teacher will provide feedback by scoring rubric. (revise/refine) (E) 6.5 Checking for understanding: Students will write a paragraph about the exercise and about their image and how it relates to geometry. Timely Feedback: teacher, peer, self (T)6.6 (Tailors) verbal: Students must write a paragraph about their image. Logic: Students must deduce which shapes are suitable to model with. Visual: Students must recreate a visual image. Interpersonal: Students will see their classmates' work during the gallery walk. Intrapersonal: Students will need to work alone for part of the time. Naturalist: Some of the images will be nature related. (O) 6.7 Students will be able to recreate a given image using only geometric shapes. (Empathy) Product: Paint product Days: 1
Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology?
(W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS (What)
(H) .2 Engage (Hook)
(E) .3 Students will know...(Equip), Graphic Organizer and Cooperative Learning the content (Explore), working on product (partners, teams...) (Experience)
(R) .4 Checking for Understanding Strategies during instruction (Rethink), Self-Assessment using Rubrics or Checklist, feedback by students (Rethink/Revise), and feedback by teacher on Product (Revise/Refine),
(E) .5 Formative Assessment - Pre-Assessment: (note:lesson 1 only), Checking for Understanding: and Timely Feedback: (Evaluate)
(T) .6 Give an example of each Multiple Intelligences (Tailor)
Verbal-Linguistic
Logical/Mathematical
Visual/Spatial
Bodily/Kinesthetic
Musical/Rhythmic
Intrapersonal
Interpersonal
Naturalist
(O) .7 Students will be able to ..., (Insert Facet Name) Product: Type II Technology, Number of Days: (Organize)
Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
(H) 1.2 A long slender cup and a large jug will be brought in to class. The long cup will be used to fill the jug, this is an optical illusion and teaches us about surface area and volume. (hook)
(E) 1.3 Students will know how to evaluate the surface area and volume of a solid.(equip) Use a step by step chart to organize the process in the right order. Students will organize in team, pair, solo to make sure each student understands. (explore) Students will evaluate the volume and surface area of a solid by measuring and evaluating blocks provided by the teacher on Google Survey. (experience)
(R) 1.4 Students or groups will give a thumbs up or down if the understand or don't understand. (rethink) Students will review their own survey results with the results of the rest of the class and find what they did wrong. They will confer with classmates to find the right answer. (revise/refine) The teacher will grade the preliminary survey results based on the rubric. (revise/refine)
(E)1.5 Pre-assessment- Survey students in various questions based on content, also ask what students think the unit will be about. Checking for understanding: Thumbs up/ Thumbs down Timely feedback: teacher and self feedback
(T) 1.6 (Tailors)
verbal: Students will describe the object and how to find the volume and surface area.
Logic: Students will have to break the model down into known shapes.
Visual: Students will have to see the objects to understand the shapes involved.
Kinesthetic: Students have to hold the blocks and examine and measure them.
Musical: Some of the objects will be different sized drums.
Interpersonal: Students discuss with other classmates to get the right answer.
Intrapersonal: Students will eventually work individually to organize and implement the proccess of evaluating the surface area and volume of a solid.
Naturalist: Some of the objects will be logs.
(O) 1.7 Students will be able to evaluate the surface area and volume of a solid. (Interpretation) Product: Google survey Days: 3
Lesson 2
(H) 2.2 Students will watch a video about the golden ratio. (hook)
(E)2.3 Students will know how to calculate and use the golden ratio in design. (equip) Students will use a KWL graphic organizer in their groups to brainstorm beforehand. Students will be put into groups in a numbered head format.(explore) Students will organize into teams of two to perform the tasks. (experience)
(R) 2.4 Given example/non-example, students determine concept. (Rethink) Students will go through a checklist to make sure they have completed all tasks and can understand the concept. (Rethink/Revise) The teacher will grade the final Glogster poster through a rubric. (Revise/Refine)
(E) 2.5 Checking for Understanding: example/non-example Timely Feedback: teacher, peer and self feedback
(T)2.6 (Tailors)
verbal: Students may use text in the Glogster poster itself.
Logic: Students must calculate golden ratio.
Visual: Students will design a Glogster poster.
Kinesthetic:Students will be measuring body parts to find the golden ratio.
Musical: Students will be able to upload audio to the Glogster poster.
Interpersonal: Students are organized into teams of two.
Naturalist: The golden ratio is natural and pleasing to nature
(O) 2.7 Students will be able to recognize the importance of geometry in design. (Self knowledge) Product: Glogster poster Days: 2
Lesson 3
(H) 3.2 Students will visit certain websites a try to group them based on what design program they might have. (hook)
(E)3.3 Students will know how to use typographic grids for design. (Equip) Students will use a KWS graphic organizer to brainstorm beforehand. The lesson will start as the entire class, then students will move to pairs, and eventually they will work on their own. (Explore) This will be an individual project. (Experience)
(R) 3.4 Students will meet individually with the instructor while working on the website. (Rethink) Students will judge their own work based on a rubric. (Rethink/Revise) The teacher will use a rubric to judge the work of the students. (Revise/Refine)
(E) 3.5 Checking for Understanding: Brief meeting with the teacher. Timely Feedback: teacher and self feedback
(T)3.6 (Tailors)
verbal: Students must post verbal content to the website.
Logic: Students will understand the typographic grid is based on ratios.
Visual: The content is graded on looking visually pleasing.
Kinesthetic: Students will be able to move the designs around.
Interpersonal: Students will be working in pairs for a time.
Intrapersonal: Students will be mostly working alone.
(O) 3.7 Students will be able to analyze how typographic grids can be used for design. (Perspective) Product: wix.com website Days: 2
Lesson 4
(H) 4.2 Heating, cooling, and insulation will all be discussed. (hook)
(E)4.3 Students will know how to determine how much BTU are required to heat a room. (Equip) Students will use a step by step chart to organize thoughts, Students will start working as individuals, and then form pairs to make the comic life once their chart has been approved. (Explore) Students will work in partners and individually. (Experience)
(R) 4.4 Students will receive an exit ticket. (Rethink) Students will judge their own work based on a rubric. (Rethink/Revise) The teacher will use a rubric to judge the work of the students. (Revise/Refine)
(E) 4.5 Checking for Understanding: exit ticket Timely Feedback: teacher and self feedback
(T)4.6 (Tailors)
verbal: Language will be used in the comic.
Logic: Students will need to work logically to find out the answer.
Visual: The product is a comic, which is visual.
Interpersonal: Students work as pairs to make comic life.
Intrapersonal: Students will work alone to start.
Naturalist: The heat density problem highlights natural tendencies.
(O) 4.7 Students will be able to solve heat density problems. (Application) Product: Comic life comic Days: 2
Lesson 5
Standard G-MG.2 Apply concepts of density based on area and volume in modeling situations. (What)
(H) 5.2 Population density will be discussed about New York City and some surprising things due to population density will be observed in NYC. (hook)
(E)5.3 Students will know how to calculate density based on population and mass. (Equip) Students will use a four column chart to record information such as land mass and population. Students will be working with partners for the duration of the lesson. (Explore) Students work with partners. (Experience)
(R)5.4 Students will be asked to respond to an assessment question individually during the activity. (Rethink) Students will judge their own work based on a rubric. (Rethink/Revise) The teacher will use a rubric to judge the work of the students. (Revise/Refine)
(E) 5.5 Checking for Understanding: Every pupil response Timely Feedback: Teacher, peer, self
(T)5.6 (Tailors)
Logic: Students must find ways to get the areas of certain regions.
Visual: Students will be using maps.
Kinesthetic: Students will be using rulers and other methods to find areas.
Interpersonal: Students will be dealing with populations, which are loads of people.
Intrapersonal:Students will respond to assessment question individually.
Naturalist: Density and population are natural things.
(O) 5.7 Students will be able to demonstrate knowledge of density based on volume. (Explanation) Product: population density map Days: 1
Lesson 6
(H) 6.2 Students will be asked to create some images with some basic geometric shapes. (hook)
(E)6.3 Students will know how geometric shapes can be used to create art. (Equip) Students will use a blank piece of paper to record the objects in the painting. Students will utilize a gallery walk as to view all of the shapes in the other paintings.(explore) Students will use Paint to model the geometric shapes on top of the actual image. (experience)
(R) 6.4 Students will have to write a paragraph about the image they are given and how shapes are seen in it to check for understanding. (Rethink) Students will use a checklist to make sure they have done all that is required. (revise/refine) Teacher will provide feedback by scoring rubric. (revise/refine)
(E) 6.5 Checking for understanding: Students will write a paragraph about the exercise and about their image and how it relates to geometry. Timely Feedback: teacher, peer, self
(T)6.6 (Tailors)
verbal: Students must write a paragraph about their image.
Logic: Students must deduce which shapes are suitable to model with.
Visual: Students must recreate a visual image.
Interpersonal: Students will see their classmates' work during the gallery walk.
Intrapersonal: Students will need to work alone for part of the time.
Naturalist: Some of the images will be nature related.
(O) 6.7 Students will be able to recreate a given image using only geometric shapes. (Empathy) Product: Paint product Days: 1
2004 ASCD and Grant Wiggins and Jay McTighe